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Las representaciones del saber académico: Aportaciones desde la Geografía Escolar

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Arxius de Ciències Socials
Arxius de Ciències Socials. Num. 41. 2019
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Las representaciones del saber académico: Aportaciones desde la Geografía Escolar

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dc.contributor.author	García Monteagudo, Diego	es
dc.contributor.author	Morote Seguido, Álvaro Francisco	es
dc.contributor.author	Souto González, Xosé M.	es
dc.date.accessioned	2020-11-10T13:05:26Z
dc.date.available	2020-11-10T13:05:26Z
dc.date.issued	2019	es
dc.identifier.citation	García Monteagudo, Diego ; Morote Seguido, Álvaro Francisco ; Souto González, Xosé Manuel. Las representaciones del saber académico: Aportaciones desde la Geografía Escolar. En: Arxius de sociologia, 41 2019: 11-28	es
dc.identifier.uri	https://hdl.handle.net/10550/76303
dc.description.abstract	When we talk with basic education´s teachers there is an impression in the case of learning Social Sciences, and Geography in particular that these sciences are not useful for the explanation of socio-environmental and daily problems. In this research, improvement proposals are sought so that students are motivated to learn about these problems. Based on two case studies such as flood risks (and their relationship with climate change) and the problems of the rural areas, the possibilities of combining motivation for learning close to personal emotions and with their own rigor have been explored of the conceptual explanation. To validate these results, quantitative and qualitative research techniques have been used, within an intentional sample that seeks to offer trend results to continue with a line of research oriented towards school innovation	es
dc.subject	1137-7038 8537 Arxius de sociologia 558787 2019 41 7605678 Las representaciones del saber académico: Aportaciones desde la Geografía Escolar García Monteagudo	es
dc.subject	Diego	es
dc.subject	Morote Seguido	es
dc.subject	Álvaro Francisco	es
dc.subject	Souto González	es
dc.subject	Xosé Manuel When we talk with basic education´s teachers there is an impression in the case of learning Social Sciences	es
dc.subject	and Geography in particular that these sciences are not useful for the explanation of socio-environmental and daily problems. In this research	es
dc.subject	improvement proposals are sought so that students are motivated to learn about these problems. Based on two case studies such as flood risks (and their relationship with climate change) and the problems of the rural areas	es
dc.subject	the possibilities of combining motivation for learning close to personal emotions and with their own rigor have been explored of the conceptual explanation. To validate these results	es
dc.subject	quantitative and qualitative research techniques have been used	es
dc.subject	within an intentional sample that seeks to offer trend results to continue with a line of research oriented towards school innovation Educación geográfica	es
dc.subject	representaciones sociales	es
dc.subject	cambio climático	es
dc.subject	riesgos de inundación	es
dc.subject	medio rural	es
dc.subject	Geographical education	es
dc.subject	social representations	es
dc.subject	climate change	es
dc.subject	flood risks	es
dc.subject	rural environment 11 28	es
dc.title	Las representaciones del saber académico: Aportaciones desde la Geografía Escolar	es
dc.type	journal article	es_ES
dc.subject.unesco	UNESCO::SOCIOLOGÍA	es
dc.identifier.doi		es
dc.identifier.idgrec	139500
dc.type.hasVersion	VoR	es_ES